Abstract—The objectives of this research were to

development of problem solving skills and learning achievement

in problem solving by integration learning following STEM

education. The sample used for experimental group consisted of

33 undergraduate students in the Strategic Information

Management course in the 2016 academic year, at Suan Dusit

University. The research instruments was the problem solving

skills evaluate and problem solving achievement. The data

obtained were analyzed by using mean, standard deviation, and

t-test dependent. The results of the study were as follows: 1) the

problem solving skills of experimental sample increased

13.03 %. The comparison of problem solving skills before and

after undertaking integration learning following STEM

education was different at significant 0.05. Over all problem

solving skills after undertaking teaching ( X = 8.47) was higher

than before teaching ( X = 3.91). 2) The learning achievement

in problem solving of experimental sample increased 17.92 %.

The comparison of learning achievement in problem solving

before and after undertaking integration learning following

STEM education was different at significant 0.05. Over all

learning achievement in problem solving undertaking teaching

( X = 13.85) was higher than before teaching ( X = 7.58).

Index Terms—Problem solving skills, STEM education,

higher education, integration learning

I. INTRODUCTION

Currently, integrated learning based on STEM education

has been interested in managing all sectors including teachers

and educational personnel. Teaching with science learning

management focus on lifelong education with a flexible

approach, encourage students to practice critical thinking and

problem solving and the pursuit of self-knowledge,

information, media and technology skills through learning

management guidelines reflect the STEM education. This is a

guideline that fosters learning in the 21st century.

STEM education comes from the words Science,

Technology, Engineering, and Mathematics education as a

method of teaching and learning. STEM education

integration of science, technology, engineering, and

mathematics by focusing on creating knowledge to solve

problems. Also focus on developing new processes,

productivity useful to the lifestyle, and innovations to

enhance competitiveness. STEM Education focuses on the

Manuscript received October 25, 2017; revised April 12, 2018. This work

was supported in part by Suan Dusit University Department of Research and

Development.

Netwong T. is with Faculty of Science and Technology, Suan Dusit

University, Thailand (e-mail: titiya_net@dusit.ac.th).

process of applying this knowledge to the search, selection,

and selection of the most appropriate ways to solve problems

related to life and work [1]-[4].

A guideline for learning management in STEM education

will focus on the problem solution project or innovate by

integrating science knowledge, and mathematics contributes

to technology that exploits. Engineering in STEM education

is about making modifications to prototypes, including

design, manufacturing, or service, by applying knowledge,

science, mathematics and technology, which is different from

general integrated learning management. STEM Education

connection to knowledge of science. However, the STEM

education will focus on the use of engineering knowledge

and technology. But in Thailand, there is no course in

engineering at the basic level. Therefore, it is the

implementation of engineering processes to solve problems

rather than engineering studies [1], [2].

It is said that integrated learning following STEM

education helps learners develop their thinking skills,

Information Technology skills, problem solving skills, and

communication skills. This skill is a 21st century learning

skill that students must have. In addition, learners have a

holistic knowledge that can be linked or applied in everyday

life. Problem solving skills are one of the most important

skills for human beings. Because humans face everyday

problems, to solve the problem is not only to know, to know

and to use the brain or to develop skills alone. It is also a skill

that can develop attitudes, values, knowledge, understanding,

and social conditions. In the education system, it is important

to focus on developing students' problem-solving skills [5],

[6].

Therefore, integrated learning following STEM education

according to the study plan aims to develop problem solving

skills through integrated learning. STEM education focused

on solving complex, real world problem using a case study

approach. Students work in small groups to investigate,

create solutions to problems that could have multiple

solutions and method for reaching them. [7] It is a guideline

that can be applied to the students to have the knowledge and

skills to solve problems. This is an important feature of 21st

century learners, who have the opportunity to learn together

in the project to solve problems in accordance with the way

of learning. Encourage students to create concrete works on

the basis of solving social or community problems. The

results of the research will be projected to solve social or

community problems and to promote the application of

problem solving. This will be a guide for the institution to

adopt the learning model, to apply, to develop, to learn, and

to develop the skills needed in the 21st century.

Development of Problem Solving Skills by Integration

Learning Following STEM Education for Higher

Education

Titiya Netwong

International Journal of Information and Education Technology, Vol. 8, No. 9, September 2018

639doi: 10.18178/ijiet.2018.8.9.1114

II. MATERIALS AND METHODS

A. Subject Selection and Criterions

The sample group to this study consisted of 33

undergraduate students enrolled in the Information

Technology Program who registered the course of Strategic

Information Management in 2016 academic year.

B. Instrument

The research instruments were as follows:

1) The problem solving evaluates.

2) The learning achievement in problem solving.

C. Research design

One group pretest-posttest design was research design in

this study

X: Experiment or Treatment

T1: Pretest

T2 : Posttest

D. Statistic

The statistical package was uses for mean, standard

deviation, t-test dependent.

E. Methods

1) Using the instruments, there were the problem solving

evaluates and the learning achievement in problem

solving to pretest of the experimental group.

2) The experimental group will learning by using integrated

learning following STEM education for 12 weeks, the

steps as follows:

Week 1: Prepares environment and students.

The classrooms and facilities, both of online and face

to face

Students work in small groups 4-5 persons to

investigate

Week 2-3: Steps to consider issues.

Encourage learners to be aware of issues. What is the

problem in everyday of life?

Community participation

Using technology tool to investigate and research

Week 4-5: Data Collection Process.

Scientific knowledge finds related ideas

Set up a project-based approach to problem solving

Week 6: Planning a project.

Develop innovation and solution, reviewing

knowledge, checking information, by using science in

the problem solving process, and use of related

hardware and software

Week 7-8: Project implementation stage.

Actually follow the sequence of steps and procedures

laid down, include test, validation, and evaluation in

progress.

Week 9-10: Summarize, evaluate, discuss, and write

reports based on scientific facts.

Testing and presentation of engineering results, and

mathematical interpretation of mathematical

calculations

Week 11-12: Designed presentation.

Present a problem-solving project in a way that is easy

to understand, understandable, and accessible. Based

on media design technology and present the results

with technology

3) Using the instruments, there were the problem solving

evaluates and the learning achievement in problem

solving to posttest of the experimental group. The

contents of learning achievement in problem solving were

application of strategic information systems and strategic

of information technology support systems. The

indicators of problem solving skills were identify

problems, possible solution, provide a way to solve the

problem, choose the best method to solve the problem,

tell the benefits of the solution, ability to present

innovation solution, and application of problem solving

in other situations.

III. RESULTS AND DISCUSSION

A. The Problem Solving Skills

Development of problem solving skills could use

integrated learning following STEM education. The students’

problem solving skills before and after undertaking integrated

learning following STEM education was shown in figure 1.

Fig. 1. The problem solving skills before and after undertaking integrated

learning following STEM education.

Fig. 1 shown the problem solving skills before and after

undertaking integrated learning following STEM education

of students. Problem solving skills of everybody after

treatment was higher than before treatment.

The comparison of the pre-test and post-test score by using

the integrated learning following STEM education was found

at the significance level of 0.05. The problem solving skills

before and after undertaking integrated learning following

STEM education were different, shown in Table I.

TABLE I: THE PROBLEM SOLVING SKILLS PRE-TEST AND POST-TEST

Problem

solving skills x S.D. t df Sig.

Pre-test

Post-test

3.91

8.47

2.26

3.37

11.13 32 0.00*

*p< .05

T1 X T2

0

5

10

15

20

25

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33

ทดสอบกอ่นเรยีน

ทดสอบหลงัเรยีน

Post -test

Pre-test

X = 8.47

X = 3.91

Problem solving skills (mean)

Student

International Journal of Information and Education Technology, Vol. 8, No. 9, September 2018

640

Table I shown the problem solving skills pre-test and

post-test of students. Problem solving skills post-test was

higher than pre-test. The integrated instructional following

STEM education can improve students' problem-solving

skills. In the first step, the learners divided the group into

project based problems. The project implementation was to

develop innovative solutions through organizational

problems by using information technology. So there is

teamwork to choose common issues. Group members

understand the problem and have common goals to solve the

problem. While conducting the activity, the student

expressed his or her independent opinions. It promotes a

learning culture. The new 21st century learning culture must

be learned by practice, work, project, and will work more as a

team. The goal of the course is integration learning has

skillfully practiced social skills and other skills in learning

following STEM education [8]. Data must be collected. Find

concepts that are relevant to solving problems and evaluate

possibilities. The learners use the technology to retrieve

information. The community or organization involvement

and participation were to solving problem. Find the right way

and meet the needs of the community or organization. It is

said that the integration of science and science with the

problem solving process. Technology with using information

retrieval from information resources, Mathematics with

assessment, interpretation, and engineering by identifying

problems, finding the right ideas, and present the results.

Thus, learning following STEM helps learners develop their

thinking skills. Information technology skills, problem

solving skills, and communication skills are the basic of 21st

century learning skill that students must have. In addition,

learners have a holistic knowledge that can be linked or

applied in everyday of life. In addition, while the students

complete the project until the project is completed.

Instructors must act as consultants, to facilitate, and keep

track of student projects on a regular basis. The use of

information technology to communicate, and job

presentation, it will make the students contact the instructor

more quickly. And further enhance the students' information

technology skills [9]. Teachers should focus on

problem-based learning, project-based learning management,

learning activities that focus on working together as a group,

the exchange of learning and feedback to students, to check

the knowledge of the students regularly. That the teaching of

the student’s learning is a teacher's duty. Learning to focus on

how to attract the attention of student engagement, which is

the responsibility of the instructor. By designing the learner

to collaborate, researching, applying, and reflecting together,

reflect on why. How does it work better? It makes learning a

challenge [8].

B. The Learning Achievement in Problem Solving

Development of the learning achievement in problem

solving could using by integrated learning following STEM

education. The students’ learning achievement in problem

solving before and after undertaking integrated learning

following STEM education was shown in Fig. 2.

Fig. 2 had shown the learning achievement in problem

solving before and after undertaking integrated learning

following STEM education of students. Learning

achievement in problem solving of everybody after treatment

was higher than before treatment.

Fig. 2. The learning achievement in problem solving before and after

undertaking integrated learning following STEM education.

The comparison of the learning achievement in problem

solving of the experiment between the pre-test and post-test

was at the significance level of 0.05. The learning

achievement in problem solving before and after undertaking

integrated learning following STEM education were different,

shown in table II.

TABLE II: THE LEARNING ACHIEVEMENT IN PROBLEM SOLVING PRE-TEST

AND POST-TEST

Learning

achievement

in problem

solving

x S.D. t df Sig.

Pre-test

Post-test

7.58

13.85

3.34

3.99

10.134 32 0.00*

*p< .05

Table II shown the learning achievement in problem

solving pre-test and post-test of students. The means of

post-test were higher than pre-test at significant 0.05.

Corresponds to the studied, the ability to solve problems. The

problem solving process before and after the experiment was

statistically significantly different at the 0.01 level. After

learning by STEM, the ability to solve problems was higher.

This reflects that if the students have high problem solving

skills. It can solve problems in life, and future career well [6].

In accordance with the concept of learning STEM

educational management of science education is the

integration of science, technology, engineering, and

mathematics by focusing on bringing knowledge to life. Also

focus on developing new processes, productivity, useful to

the lifestyle, increase knowledge, to integrate science,

technology, engineering processes, and mathematics to solve

problems in life and future careers [4]. Consistent with the

concept of the learning process is a science-based learning

activity designed to complement learning, science,

mathematics and technology to be more complete [3]. By

integrating all three subjects through the engineering design

process to promote learning and skill building, focusing on

0

5

10

15

20

25

30

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33

ทดสอบกอ่นเรยีน

ทดสอบหลงัเรยีน

X = 13.85

X = 7.58

Learning achievement in problem solving (mean)

Post -test

Pre-test

Student

International Journal of Information and Education Technology, Vol. 8, No. 9, September 2018

641

building knowledge for problem solving. It is a fun,

challenging, and challenging learning experience. But STEM

education has focused on the process of applying this

knowledge to the search, selection, and selection of the most

appropriate ways to solve problems related to life and work.

In addition, promoting of 21st century learning culture,

learners must keep abreast of the changing world. Social

change makes the changes lifestyle, way of working change.

The desirable learning culture must have a significant

component. A culture of courage, experimentation, a culture

of sharing knowledge, culture of teamwork, friendly culture

with knowledge, a good culture to manage a talented team

who are knowledge workers, and creating a community of

practitioners.

IV. CONCLUSION

The problem solving is considered on the list of 21st

century skills. Using project based following STEM

education as it is being learned, applying skills like problem

solving and creativity to the content knowledge, innovation

increases motivation and improves learning outcomes. The

project had students exercising many of the 21st century

skills: problem solving, communication, collaboration,

information and ICT literacy, flexibility and adaptability,

self-direction, leadership, and responsibility [7]. Project

outcomes are tied to curriculum and learning goals. Project

following STEM education is based on authentic, real world

problems and solution those students reaching it. Students are

responsible for designing and managing much of their own

learning. STEM is preparing students to contribute to the

world of work and civic life, well-trained workers. Especially

in the technical areas of Science, Technology, Engineering,

and Mathematics are become learning for work and life to

helping as many students as possible to apply 21st century

skills.

APPENDIX

The activities of integrated learning following STEM

education had shown in Fig. 3- 7.

Fig. 3. The web site of information integration course.

Fig. 4. The Students work in small groups to investigate

Fig. 5. Steps to consider issues.

Fig. 6. Planning a project.

International Journal of Information and Education Technology, Vol. 8, No. 9, September 2018

642

Fig. 7. Project implementation stage and up load project to YouTube.

REFERENCES

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Netwong T. was born in Kalasin province, Thailand.

She completed her doctor of philosophy degree in

educational communications and technology in

2010.

She is a lecturer at the Faculty of Science and

Technology, Suan Dusit University in Thailand. The

research experience as follows: Development of

Reading Promotion Activities Model to Enhance

Reading Habit and Life Skill: Health Mind and

Body for Early Childhood, and Development of Problem Solving Skills by

Integration Learning Following STEM Education.

Assist. Prof. Dr. Titiya Netwong was memberships in associate civil

engineer of Council of Engineers, Thailand.

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